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Quantum Tic-Tac-Toe, Spooky-Coins & Magic-Envelopes, as Metaphors for Relativistic Quantum Physics

Allan Goff, Dale Lehmann, Joel Siegel

Published Jul 7, 2002• 10 citations
Publisher
DOI
10.2514/6.2002-3763

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Quantum tic-tac-toe was developed as a metaphor for the counterintuitive nature of superposition exhibited by quantum systems. It offers a way of introducing quantum physics without advanced mathematics, provides a conceptual foundation for understanding the meaning of quantum mechanics, and is fun to play. A single superposition rule is added to the child’s game of classical tic-tac-toe. Each move consists of a pair of marks subscripted by the number of the move (“spooky” marks) that must be placed in different squares. When a measurement occurs, one spooky mark becomes real and the other disappears. Quantum tic-tac-toe illustrates a number of quantum principles including states, superposition, collapse, nonlocality, entanglement, the correspondence principle, interference, and decoherence. The game can be played on paper or on a white board. A Web-based version provides a refereed playing board to facilitate the mechanics of play, making it ideal for classrooms with a computer projector.

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Quantum Tic‐Tac‐Toe is presented as an abstract quantum system derived from the rules of Classical Tic‐Tac‐Toe. Abstract quantum systems can be constructed from classical systems by the addition of three types of rules; rules of Superposition, rules of Entanglement, and rules of Collapse. This is formally done for Quantum Tic‐Tac‐Toe. As a part of this construction it is shown that abstract quantum systems can be viewed as an ensemble of classical systems. That is, the state of a quantum game implies a set of simultaneous classical games. The number and evolution of the ensemble of classical games is driven by the superposition, entanglement, and collapse rules. Various aspects and play situations provide excellent metaphors for standard features of quantum mechanics. Several of the more significant metaphors are discussed, including a measurement mechanism, the correspondence principle, Everett’s Many Worlds Hypothesis, an ascertainity principle, and spooky action at a distance. Abstract quantum systems also show the consistency of backwards‐in‐time causality, and the influence on the present of both pasts and futures that never happened. The strongest logical argument against faster‐than‐light (FTL) phenomena is that since FTL implies backwards‐in‐time causality, temporal paradox is an unavoidable consequence of FTL; hence FTL is impossible. Since abstract quantum systems support backwards‐in‐time causality but avoid temporal paradox through pruning of the classical ensemble, it may be that quantum based FTL schemes are possible allowing backwards‐in‐time causality, but prohibiting temporal paradox.

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Using Quantum Games To Teach Quantum Mechanics, Part 1

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The learning of quantum mechanics is contingent upon an understanding of the physical significance of the mathematics that one must perform. Concepts such as normalization, superposition, interference, probability amplitude, and entanglement can prove challenging for the beginning student. Several class activities that use a nonclassical version of tic-tac-toe are described to introduce several topics in an undergraduate quantum mechanics course. Quantum tic-tac-toe (QTTT) is a quantum analogue of classical tic-tac-toe (CTTT) and can be used to demonstrate the use of superposition in movement, qualitative (and later quantitative) displays of entanglement, and state collapse due to observation. QTTT can be used to aid student understanding in several other topics with the aid of proper discussion.

Journal of Chemical Education•Jan 29, 2014•15 citations
Quantum tic-tac-toe was developed as a metaphor for the counterintuitive nature of superposition exhibited by quantum systems. It offers a way of introducing quantum physics without advanced mathematics, provides a conceptual foundation for understanding the meaning of quantum mechanics, and is fun to play. A single superposition rule is added to the child’s game of classical tic-tac-toe. Each move consists of a pair of marks subscripted by the number of the move (“spooky” marks) that must be placed in different squares. When a measurement occurs, one spooky mark becomes real and the other disappears. Quantum tic-tac-toe illustrates a number of quantum principles including states, superposition, collapse, nonlocality, entanglement, the correspondence principle, interference, and decoherence. The game can be played on paper or on a white board. A Web-based version provides a refereed playing board to facilitate the mechanics of play, making it ideal for classrooms with a computer projector.
Quantum Tic‐Tac‐Toe is presented as an abstract quantum system derived from the rules of Classical Tic‐Tac‐Toe. Abstract quantum systems can be constructed from classical systems by the addition of three types of rules; rules of Superposition, rules of Entanglement, and rules of Collapse. This is formally done for Quantum Tic‐Tac‐Toe. As a part of this construction it is shown that abstract quantum systems can be viewed as an ensemble of classical systems. That is, the state of a quantum game implies a set of simultaneous classical games. The number and evolution of the ensemble of classical games is driven by the superposition, entanglement, and collapse rules. Various aspects and play situations provide excellent metaphors for standard features of quantum mechanics. Several of the more significant metaphors are discussed, including a measurement mechanism, the correspondence principle, Everett’s Many Worlds Hypothesis, an ascertainity principle, and spooky action at a distance. Abstract quantum systems also show the consistency of backwards‐in‐time causality, and the influence on the present of both pasts and futures that never happened. The strongest logical argument against faster‐than‐light (FTL) phenomena is that since FTL implies backwards‐in‐time causality, temporal paradox is an unavoidable consequence of FTL; hence FTL is impossible. Since abstract quantum systems support backwards‐in‐time causality but avoid temporal paradox through pruning of the classical ensemble, it may be that quantum based FTL schemes are possible allowing backwards‐in‐time causality, but prohibiting temporal paradox.
The learning of quantum mechanics is contingent upon an understanding of the physical significance of the mathematics that one must perform. Concepts such as normalization, superposition, interference, probability amplitude, and entanglement can prove challenging for the beginning student. Several class activities that use a nonclassical version of tic-tac-toe are described to introduce several topics in an undergraduate quantum mechanics course. Quantum tic-tac-toe (QTTT) is a quantum analogue of classical tic-tac-toe (CTTT) and can be used to demonstrate the use of superposition in movement, qualitative (and later quantitative) displays of entanglement, and state collapse due to observation. QTTT can be used to aid student understanding in several other topics with the aid of proper discussion.